Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System.
Saved in:
| Title: | Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System. |
|---|---|
| Authors: | Gomez, Celia J.1 (AUTHOR), Whitaker, Anamarie A.2 (AUTHOR) awhit@udel.edu, Cannon, Jill S.1 (AUTHOR) |
| Source: | Early Education & Development. Jul2023, Vol. 34 Issue 5, p1236-1253. 18p. |
| Subject Terms: | *Teacher qualifications, *Observation (Educational method), Structural components |
| Abstract: | Quality rating and improvement systems (QRISs) are designed to assess, improve, and communicate the quality of early care and education programs. Using administrative data, we investigated whether providers that participated in a county-level QRIS saw increases to their global quality (tier) rating, domain-specific quality ratings, and scores on an observation measure of classroom quality. Research Findings: On average, participating providers increased their overall tier ratings; this pattern was particularly true for providers with lower initial tier ratings. We found more consistent evidence of increases on indicators of structural quality components (e.g., teacher and director qualifications), and limited evidence of improvement on process quality indicators (e.g., measure of teacher–child interaction). This finding suggests structural quality improvements may be driving global tier rating changes. In addition, providers saw average increases on a measure of classroom quality, with larger increases seen in domains that measure classroom organization and emotional support. Practice and Policy: We discuss implications for how QRISs can promote quality improvement for participating providers and suggest avenues for future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
